PERC 2009 Abstract Detail Page
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| Abstract Title: | Self-Diagnosis, Scaffolding and Transfer in Introductory Physics |
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| Abstract: | Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In this case, the problem they self-diagnosed was unusually difficult. We also discussed issues related to transfer, particularly the fact that the transfer problem in the midterm that corresponded to the self-diagnosed problem was a far transfer problem. Here, we discuss a related intervention in which we repeated the study methodology with the same students in the same groups, using a new quiz problem which was more typical for these students and a near transfer problem. We discuss how these changes affected students' ability to self-diagnose and transfer from the self-diagnosed quiz problem to a transfer problem on the midterm exam. |
| Abstract Type: | Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Edit Yerushalmi The Weizmann Institute of Science Rehovot, Israel, Non U.S. |
| Co-Author(s) and Co-Presenter(s) |
Andrew Mason, University of Pittsburgh Elisheva Cohen, Weizmann Institute of Science Chandralekha Singh, University of Pittsburgh |
